DOCSLIB.ORG

Punctuation in Eighteenth-Century English Grammars

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Punctuation in Eighteenth-Century English Grammars Departamento de Filología Moderna TESIS DOCTORAL Punctuation in Eighteenth-Century English Grammars Beatriz del R. Medina Sánchez Las Palmas de Gran Canaria, 2015 Punctuation in eighteenth-century English grammars Punctuation in eighteenth-century English grammars Departamento de Filología Moderna Programa de Doctorado: Estudios Interdisciplinares de Lengua, Literatura, Cultura, Traducción y Tradición Clásica Punctuation in Eighteenth-Century English Grammars TESIS DOCTORAL Dirigida por la Doctora: La Doctoranda: Dña. Alicia Rodríguez Álvarez Beatriz del R. Medina Sánchez Las Palmas de Gran Canaria, Enero 2015 Punctuation in eighteenth-century English grammars Acknowledgments In this short passage of my thesis I want to acknowledge and give thanks to all the people who have been supportive to me in a certain way when elaborating this study. The very first person I want to thank is Dr. Alicia Rodríguez Álvarez because of her confidence in me from the very beginning and for having supervised carefully the present research. She suggested me the study of punctuation given that it is a matter that has been somehow neglected and, as a result, I have realized I am definitely a keen punctuation researcher. In this sense, I would like to thank Dr. Trinidad Arcos Pereira for having given me the chance to be part of her research project as research personnel in training and for having supervised my previous research. Dr. María Esther Rodríguez Gil is one of the professors who taught me in the first year of the PhD programme and she was the one who transmitted me the love for the eighteenth century and for doing research, so I will never give enough thanks to her. Dr. Ingrid Tieken-Boon van Ostade has been one of the greatest professors I have ever met and, actually, her support and guidance have contributed invaluably to this thesis. I learnt and improved so much at Leiden University that I consider my stay in the Netherlands as the starting point of my research career. Besides, in this country I met different people among whom I want to name Cynthia Lange, Eduardo Correia and Sander Stolk since all of them have been great classmates and friends. Most importantly, I am grateful for the chats and the time we spent together. Furthermore, I want to give special thanks to Cynthia, to whom I am indebted for tips and comments about eighteenth-century punctuation. Thank you so much also to my friends Elena, Daniel and Fátima for their patience, love and kind words. They have given me strength when I really needed it even when I devoted little time to them. I must mention as well my cousin Manolito who has been interested in my studies and improvement since I was a child. Last, but not least, I want to thank my family, especially my parents, my sister Betsy and Julio for their support 1 Punctuation in eighteenth-century English grammars and unconditional love. But, most of all, I am grateful for countless chats that cheered me up when writing this time-consuming research. Beatriz del R. Medina Sánchez January, 2015 2 Punctuation in eighteenth-century English grammars Table of Contents Acknowledgments ............................................................................................... 1 Table of contents.................................................................................................. 3 List of tables ........................................................................................................ 7 List of figures ...................................................................................................... 8 List of charts and diagrams ................................................................................ 10 Abbreviations .................................................................................................... 11 1. Introduction ................................................................................................... 13 2. The eighteenth-century: the age of refinement ................................................ 19 2.1. Introduction ............................................................................................. 19 2.2. The age of refinement .............................................................................. 19 2.3. Education in eighteenth-century England ................................................. 23 2.4. The English ‘grammar’ and the classical grammatical tradition................ 28 2.5. The eighteenth-century normative grammars ........................................... 33 2.5.1. Grammars from the first and second halves of the eighteenth century and the education of the rising middle-class ………………………………..39 2.6. The market for the ‘insecure’ ................................................................... 43 2.7. Eighteenth-century grammarians and the growing concern with plagiarism ....................................................................................................................... 46 2.8. Concluding remarks ................................................................................. 51 3. The evolution of punctuation .......................................................................... 53 3.1. Introduction ............................................................................................. 53 3.2. What is punctuation? ............................................................................... 53 3.3. Punctuation conventions: the realignment of speech and writing .............. 55 3.4. Punctuation traditions: definition and contextualization ........................... 58 3.4.1. Punctuation traditions: definition and classification ........................... 58 3.4.2. Punctuation traditions: changes across time ....................................... 60 3.4.2.1. Old and Middle English punctuation traditions ........................... 61 3.4.2.2. Early Modern English punctuation tradition ............................... 63 3 Punctuation in eighteenth-century English grammars 3.4.2.3. Late Modern English punctuation tradition ................................. 67 3.5. Punctuation systems: changes in the inventory of punctuation marks ....... 69 3.5.1. Old English inventory of punctuation marks ...................................... 70 3.5.2. Middle English inventory of punctuation marks ................................ 72 3.5.3. Early Modern English inventory of punctuation marks ...................... 75 3.5.4. Late Modern English inventory of punctuation marks........................ 78 3.6. Concluding remarks ................................................................................. 81 4. The treatment of punctuation in eighteenth-century English grammars ........... 83 4.1. Corpus and methodology ......................................................................... 83 4.2. Importance of punctuation in eighteenth-century English grammars ........ 88 4.3. Approaches to punctuation ....................................................................... 92 4.3.1. The rhetorical and grammatical approaches ....................................... 94 4.3.1.1. Types of rhetorical explanations provided .................................. 94 4.3.1.2. Types of grammatical explanations provided .............................. 99 4.3.2. The rhetorical and grammatical approaches with a nod to sense....... 100 4.3.3. The hermeneutic approach to punctuation........................................ 101 4.3.4. The grammatical approach to punctuation ....................................... 102 4.3.5. The rhetorical approach to punctuation with a nod to sense ............. 102 4.3.6. No approach to punctuation ............................................................. 103 4.3.7. Concluding remarks ........................................................................ 103 4.4. Punctuation: a rhetorical or a syntactic issue? ........................................ 104 4.4.1. Punctuation discussed in no specific section .................................... 104 4.4.2. Punctuation discussed in two or three sections ................................. 107 4.4.3. Punctuation discussed in syntactical and orthographical sections ..... 113 4.4.4. Punctuation discussed in rhetorical and prosodic sections ................ 118 4.4.5. Punctuation discussed in the form of appendix or supplement ......... 122 4.4.6. Punctuation discussed in ‘syllables’ and ‘letters’ ............................. 124 4.4.7. Change of location of the punctuation discussion in later grammar editions ......................................................................................................... 128 4.4.8. Concluding remarks ........................................................................ 131 4.5. Systems of punctuation .......................................................................... 133 4.5.1. The most repeated systems of punctuation ....................................... 138 4.6. Function(s) of each punctuation mark .................................................... 140 4 Punctuation in eighteenth-century English grammars 4.6.1. Graphical matters ............................................................................ 141 4.6.2. Function and rules for the use of punctuation marks ........................ 143 4.6.2.1. The comma .............................................................................. 143 4.6.2.2. The semicolon .......................................................................... 146 4.6.2.3. The colon ................................................................................
Load more

Recommended publications
  • Punctuation Practice in Manuscript Sainte Geneviève 3390
    Punctuation Practice in Manuscript Sainte Geneviève 3390 Isabel de la Cruz Cabanillas, University of Alcalá Abstract The aim of the present article is to explore the scribal punctuation practice in one of Richard Rolle’s epistles, Ego dormio , in manuscript Paris Sainte Geneviève 3390. Analyses of samples seek to reveal regular patterns of use concerning punctuation symbols. Special uses of punctuation may indicate either rhetorical or grammatical functions of these symbols. The method of analysis considers contextual information in the description of each punctuation symbol to identify their functions. In addition, we have used earlier works on medieval punctuation in the identification and categorization of symbols along with their already attested functions (mainly Lucas, 1971, Parkes, 1992 and Zeeman, 1956). The results of the study will be compared with these functions in order to contextualize scribal use of punctuation symbols within the tradition in Middle English manuscripts. Keywords: Richard Rolle; Ego Dormio ; punctuation; Middle English; Manuscripts 1. Introduction Despite concerted efforts to offer a general account on Middle English punctuation, the field still wants a more conclusive analysis other than Parkes’s (1992). Parkes’s study of medieval punctuation is an impressive report on the shapes and functions of medieval punctuation especially in Latin manuscripts, which, nonetheless, remains descriptively inadequate for the case of medieval English. In the last decade, English medievalists have contributed some studies to the field, although the number of these turned out to be insufficient for this general account considering the high number of manuscripts housed in collections all over the world. Jenkinson (1926: 15), Lennard (1992: 65) and Buzzoni (2008: 442), among other scholars, give a number of reasons to explain this paucity of individual punctuation studies leading to a grammar of punctuation in Middle English: - The apparent lack of consistency in the use of the punctuation marks, as each scribe seems to display an inventory of symbols.
    [Show full text]
  • French Grammar Basics and Beyond
    French Grammar Basics and Beyond Easy explanations in English of French Grammar with more than 200 exercises, and solutions! This grammar book is for students of the A1 levels (total beginners) to B1 level (intermediate level). Click here to order this e-book at Special Price Only $24.50/ 21.90 € / £18.99! Paperback and Kindle version also available – Details here French Grammar Basics and Beyond ȱ ȱ ȱ ȱ ȱ ȱ ©ȱ2020ȱbyȱLearn French at Home.ȱAllȱrightsȱreserved.ȱ NoȱpartȱofȱthisȱeȬbookȱmayȱbeȱreproducedȱinȱanyȱwriĴen,ȱelectronic,ȱrecording,ȱorȱphotocopyingȱwithȬ outȱwriĴenȱpermissionȱofȱtheȱpublisherȱorȱauthors.ȱȱ ȱ Publishedȱby:ȱLearn French at Home www.learnfrenchathome.comȱ Authors:ȱCélineȱVanȱLoanȱandȱAnnickȱStevensonȱ 3rdȱedition.ȱ1stȱeditionȱpublishedȱinȱ2011.ȱ ȱ DateȱofȱPublication:ȱ2020.ȱ ISBN:ȱ9798664830743ȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Coverȱphoto:ȱȱ Paris,ȱtheȱRodinȱMuseumȱ©ȱCélineȱVanȱLoanȱ Backȱcoverȱphoto:ȱ CélineȱVanȱLoanȱ©ȱMartyȱVanȱLoanȱ 2 French Grammar Basics and Beyond AboutLearn French at Home Learn French at Home,ȱ createdȱ inȱ 2004ȱ byȱ Célineȱ andȱ Vincentȱ Anthonioz, hasȱ helpedȱ thousandsȱ ofȱ Frenchȱlearners,ȱeachȱwithȱveryȱdiěerentȱlearningȱgoals.ȱTheȱmainȱingredientȱofȱourȱsuccessȱliesȱinȱourȱ teamȱofȱprofessionalȱandȱfriendlyȱnativeȱFrenchȱteachersȱwhoȱtakeȱtheȱtimeȱtoȱpersonalizeȱeveryȱsingle lessonȱaccordingȱtoȱtheȱstudentȇsȱpersonalȱandȱprofessionalȱgoal.ȱOurȱmainȱpurposeȱisȱtoȱdeliverȱtrueȱ qualityȱserviceȱtoȱeachȱstudent.ȱ ȱ Sinceȱtheȱlessonsȱtakeȱplaceȱinȱtheȱstudentȇsȱhomeȱorȱworkplace,ȱitȱdoesnȇtȱmaĴerȱwhereȱyouȱlive.ȱ
    [Show full text]
  • The Function of Phrasal Verbs and Their Lexical Counterparts in Technical Manuals
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 The function of phrasal verbs and their lexical counterparts in technical manuals Brock Brady Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons Let us know how access to this document benefits ou.y Recommended Citation Brady, Brock, "The function of phrasal verbs and their lexical counterparts in technical manuals" (1991). Dissertations and Theses. Paper 4181. https://doi.org/10.15760/etd.6065 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Brock Brady for the Master of Arts in Teaching English to Speakers of Other Languages (lESOL) presented March 29th, 1991. Title: The Function of Phrasal Verbs and their Lexical Counterparts in Technical Manuals APPROVED BY THE MEMBERS OF THE THESIS COMMITTEE: { e.!I :flette S. DeCarrico, Chair Marjorie Terdal Thomas Dieterich Sister Rita Rose Vistica This study investigates the use of phrasal verbs and their lexical counterparts (i.e. nouns with a lexical structure and meaning similar to corresponding phrasal verbs) in technical manuals from three perspectives: (1) that such two-word items might be more frequent in technical writing than in general texts; (2) that these two-word items might have particular functions in technical writing; and that (3) 2 frequencies of these items might vary according to the presumed expertise of the text's audience.
    [Show full text]
  • Edit Bibliographic Records
    OCLC Connexion Browser Guides Edit Bibliographic Records Last updated: May 2014 6565 Kilgour Place, Dublin, OH 43017-3395 www.oclc.org Revision History Date Section title Description of changes May 2014 All Updated information on how to open the diacritic window. The shortcut key is no longer available. May 2006 1. Edit record: basics Minor updates. 5. Insert diacritics Revised to update list of bar syntax character codes to reflect and special changes in character names and to add newly supported characters characters. November 2006 1. Edit record: basics Minor updates. 2. Editing Added information on guided editing for fields 541 and 583, techniques, template commonly used when cataloging archival materials. view December 2006 1. Edit record: basics Updated to add information about display of WorldCat records that contain non-Latin scripts.. May 2007 4. Validate record Revised to document change in default validation level from None to Structure. February 2012 2 Editing techniques, Series added entry fields 800, 810, 811, 830 can now be used to template view insert data from a “cited” record for a related series item. Removed “and DDC” from Control All commands. DDC numbers are no longer controlled in Connexion. April 2012 2. Editing New section on how to use the prototype OCLC Classify service. techniques, template view September 2012 All Removed all references to Pathfinder. February 2013 All Removed all references to Heritage Printed Book. April 2013 All Removed all references to Chinese Name Authority © 2014 OCLC Online Computer Library Center, Inc. 6565 Kilgour Place Dublin, OH 43017-3395 USA The following OCLC product, service and business names are trademarks or service marks of OCLC, Inc.: CatExpress, Connexion, DDC, Dewey, Dewey Decimal Classification, OCLC, WorldCat, WorldCat Resource Sharing and “The world’s libraries.
    [Show full text]
  • Irish Gothic Fiction
    THE ‘If the Gothic emerges in the shadows cast by modernity and its pasts, Ireland proved EME an unhappy haunting ground for the new genre. In this incisive study, Jarlath Killeen shows how the struggle of the Anglican establishment between competing myths of civility and barbarism in eighteenth-century Ireland defined itself repeatedly in terms R The Emergence of of the excesses of Gothic form.’ GENCE Luke Gibbons, National University of Ireland (Maynooth), author of Gaelic Gothic ‘A work of passion and precision which explains why and how Ireland has been not only a background site but also a major imaginative source of Gothic writing. IRISH GOTHIC Jarlath Killeen moves well beyond narrowly political readings of Irish Gothic by OF IRISH GOTHIC using the form as a way of narrating the history of the Anglican faith in Ireland. He reintroduces many forgotten old books into the debate, thereby making some of the more familiar texts seem suddenly strange and definitely troubling. With FICTION his characteristic blend of intellectual audacity and scholarly rigour, he reminds us that each text from previous centuries was written at the mercy of its immediate moment as a crucial intervention in a developing debate – and by this brilliant HIST ORY, O RIGI NS,THE ORIES historicising of the material he indicates a way forward for Gothic amidst the ruins of post-Tiger Ireland.’ Declan Kiberd, University of Notre Dame Provides a new account of the emergence of Irish Gothic fiction in the mid-eighteenth century FI This new study provides a robustly theorised and thoroughly historicised account of CTI the beginnings of Irish Gothic fiction, maps the theoretical terrain covered by other critics, and puts forward a new history of the emergence of the genre in Ireland.
    [Show full text]
  • Writing Mathematical Expressions in Plain Text – Examples and Cautions Copyright © 2009 Sally J
    Writing Mathematical Expressions in Plain Text – Examples and Cautions Copyright © 2009 Sally J. Keely. All Rights Reserved. Mathematical expressions can be typed online in a number of ways including plain text, ASCII codes, HTML tags, or using an equation editor (see Writing Mathematical Notation Online for overview). If the application in which you are working does not have an equation editor built in, then a common option is to write expressions horizontally in plain text. In doing so you have to format the expressions very carefully using appropriately placed parentheses and accurate notation. This document provides examples and important cautions for writing mathematical expressions in plain text. Section 1. How to Write Exponents Just as on a graphing calculator, when writing in plain text the caret key ^ (above the 6 on a qwerty keyboard) means that an exponent follows. For example x2 would be written as x^2. Example 1a. 4xy23 would be written as 4 x^2 y^3 or with the multiplication mark as 4*x^2*y^3. Example 1b. With more than one item in the exponent you must enclose the entire exponent in parentheses to indicate exactly what is in the power. x2n must be written as x^(2n) and NOT as x^2n. Writing x^2n means xn2 . Example 1c. When using the quotient rule of exponents you often have to perform subtraction within an exponent. In such cases you must enclose the entire exponent in parentheses to indicate exactly what is in the power. x5 The middle step of ==xx52− 3 must be written as x^(5-2) and NOT as x^5-2 which means x5 − 2 .
    [Show full text]
  • Dictation Presentation.Pptx
    Dictaon using Apple Devices Presentaon October 10, 2013 Trudy Downs Operang Systems • iOS6 • iOS7 • Mountain Lion (OS X10.8) Devices • iPad 3 or iPad mini • iPod 4 • iPhone 4s, 5 or 5c or 5s • Desktop running Mountain Lion • Laptop running Mountain Lion Dictaon Shortcut Words • Shortcut WordsDictaon includes many voice “shortcuts” that allows you to manipulate the text and insert symbols while you are speaking. Here’s a list of those shortcuts that you can use: - “new line” is like pressing Return on your keyboard - “new paragraph” creates a new paragraph - “cap” capitalizes the next spoken word - “caps on/off” capitalizes the spoken sec&on of text - “all caps” makes the next spoken word all caps - “all caps on/off” makes the spoken sec&on of text all caps - “no caps” makes the next spoken word lower case - “no caps on/off” makes the spoken sec&on of text lower case - “space bar” prevents a hyphen from appearing in a normally hyphenated word - “no space” prevents a space between words - “no space on/off” to prevent a sec&on of text from having spaces between words More Dictaon Shortcuts • - “period” or “full stop” places a period at the end of a sentence - “dot” places a period anywhere, including between words - “point” places a point between numbers, not between words - “ellipsis” or “dot dot dot” places an ellipsis in your wri&ng - “comma” places a comma - “double comma” places a double comma (,,) - “quote” or “quotaon mark” places a quote mark (“) - “quote ... end quote” places quotaon marks around the text spoken between - “apostrophe”
    [Show full text]
  • Punctuation Guide
    Punctuation guide 1. The uses of punctuation Punctuation is an art, not a science, and a sentence can often be punctuated correctly in more than one way. It may also vary according to style: formal academic prose, for instance, might make more use of colons, semicolons, and brackets and less of full stops, commas, and dashes than conversational or journalistic prose. But there are some conventions you will need to follow if you are to write clear and elegant English. In earlier periods of English, punctuation was often used rhetorically—that is, to represent the rhythms of the speaking voice. The main function of modern English punctuation, however, is logical: it is used to make clear the grammatical structure of the sentence, linking or separating groups of ideas and distinguishing what is important in the sentence from what is subordinate. It can also be used to break up a long sentence into more manageable units, but this may only be done where a logical break occurs; Jane Austen's sentence ‗No one who had ever seen Catherine Morland in her infancy, would ever have supposed her born to be a heroine‘ would now lose its comma, since there is no logical break between subject and verb (compare: ‗No one would have supposed …‘). 2. The main stops and their functions The full stop, exclamation mark, and question mark are used to mark off separate sentences. Within the sentence, the colon (:) and semicolon (;) are stronger marks of division than the comma, brackets, and the dash. Properly used, the stops can be a very effective method of marking off the divisions and subdivisions of your argument; misused, they can make it barely intelligible, as in this example: ‗Donne starts the poem by poking fun at the Petrarchan convention; the belief that one's mistress's scorn could make one physically ill, he carries this one step further…‘.
    [Show full text]
  • Yes, It Is True. While Chinese Sound and Writing Systems Can Be Challenging for Some Learners, Chinese Grammar Is Rarely Deemed Difficult
    Grammar I’ve heard that Chinese grammar is relatively easy. Is it true? Yes, it is true. While Chinese sound and writing systems can be challenging for some learners, Chinese grammar is rarely deemed difficult. Chinese is not an inflectional language, meaning it does not distinguish gender, person, tense, case, number, etc. Its sentence structures are mostly straightforward, and many of them overlap with English grammar. For example, the common English structure ‘Subject + Verb + Object’ structure, e.g. I love you, or My dog ate my homework, is also widely used in Chinese. What are some of the unique characteristics of Chinese grammar? Adjectives Are Verbs: Adjectives, or stative verbs, function as verbs, and are usually preceded by an intensifier such as ‘hěn’ (very), or ‘yǒudiǎnr’ (a little). Use of shì，verb ‘to be’，as is required in the English grammar (He is tall), is prohibited. Some examples: Zhōngwén hěn róngyì. (‘Chinese very easy.’) → Chinese is easy. Yīngwén yǒudiǎnr nán. (‘English a little hard.’) → English is a little hard. Note that the intensifier is dropped when a comparison is made: Zhōngwén róngyì. (‘Chinese easy.’) → Chinese is easier. Yīngwén nán. (‘English hard.’) → English is harder. Principle of Temporal sequence: Word order in a Chinese sentence can be very different from that in an English one, where the subject and verb often precede other linguistic units such as prepositions and time word, e.g. ‘I went to New York by train with a friend last weekend.’ A Chinese sentence, on the other hand, follows a temporal sequence principle in which word order is determined based on the relative sequence.
    [Show full text]
  • Punctuate Your Translation Text Right: a View From
    Title of article: Decoding and Encoding the Discourse meaning of Punctuation: a Perspective from English-to-Chinese Translation Author: Dr Caiwen Wang, University of Westminster, London, UK Email: [email protected] - 1 - Decoding and Encoding the Discourse meaning of Punctuation: a Perspective from English-to-Chinese Translation Abstract: This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data was collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not mechanically copy the punctuation marks of a source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education. Key words: Punctuation; semantic relationship; discourse; translation pedagogy 1． Introduction This research is an attempt to enrich data for filling the gap summarised by Rodríguez-Castro, which is that ‘[i]n the scholarly research in Translation Studies, the study of punctuation has not attracted much attention either from professionals or from researchers’ (2011:43). The research especially draws inspiration from a Master student doing her end-of-year Translation Project, where she and I, as her supervisor, discussed punctuation use in depth.
    [Show full text]
  • Understanding Core French Grammar
    Understanding Core French Grammar Andrew Betts Lancing College, England Vernon Series in Language and Linguistics Copyright © 2016 Vernon Press, an imprint of Vernon Art and Science Inc, on behalf of the author. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Vernon Art and Ascience Inc. www.vernonpress.com In the Americas: In the rest of the world: Vernon Press Vernon Press 1000 N West Street, C/Sancti Espiritu 17, Suite 1200, Wilmington, Malaga, 29006 Delaware 19801 Spain United States Vernon Series in Language and Linguistics Library of Congress Control Number: 2016947126 ISBN: 978-1-62273-068-1 Product and company names mentioned in this work are the trademarks of their respec- tive owners. While every care has been taken in preparing this work, neither the authors nor Vernon Art and Science Inc. may be held responsible for any loss or damage caused or alleged to be caused directly or indirectly by the information contained in it. Table of Contents Acknowledgements xi Introduction xiii Chapter 1 Tense Formation 15 1.0 Tenses – Summary 15 1.1 Simple (One-Word) Tenses: 15 1.2 Compound (Two-word) Tenses: 17 2.0 Present Tense 18 2.1 Regular Verbs 18 2.2 Irregular verbs 19 2.3 Difficulties with the Present Tense 19 3.0 Imperfect Tense 20 4.0 Future Tense and Conditional Tense 21 5.0 Perfect Tense 24 6.0 Compound Tense Past Participle Agreement 28 6.1
    [Show full text]
  • INTERSECTING CONSTRAINT FAMILIES: an ARGUMENT for HARMONIC GRAMMAR KIE Zuraw BRUCE HAYES University of California, Los Angeles U
    INTERSECTING CONSTRAINT FAMILIES: AN ARGUMENT FOR HARMONIC GRAMMAR Kie Zuraw Bruce Hayes University of California, Los Angeles University of California, Los Angeles In the analysis of free variation in phonology, we often encounter the effects of intersecting constraint families: there are two independent families of constraints, each of which has a quantifiable effect on the outcome. A challenge for theories is to account for the patterns that emerge from such intersection. We address three cases: Tagalog nasal substitution, French liai- son/elision, and Hungarian vowel harmony, using corpus data. We characterize the patterns we find as across-the-board effects in both dimensions, restrained by floor and ceiling limits. We ana- lyze these patterns using several formal frameworks, and find that an accurate account is best based on harmonic grammar (in one of its two primary quantitative implementations). Our work also suggests that certain lexical distinctions treated as discrete by classical phonological theory (e.g. ‘h-aspiré’ vs. ordinary vowel-initial words of French) are in fact gradient and require quanti- tative treatment.* Keywords: harmonic grammar, noisy harmonic grammar, maximum entropy grammars, Tagalog, French, Hungarian, intersecting constraint families 1. Introduction. A key debate in constraint-based linguistic frameworks concerns ranking versus weighting. Optimality theory (OT; Prince & Smolensky 2004 [1993]) uses strict ranking: candidate A is preferred to candidate B if the highest-ranked constraint that distinguishes between them prefers A. In harmonic grammar (Le- gendre et al. 1990, Legendre et al. 2006, Potts et al. 2010, and others), the constraints bear numeric weights, and the winner is the candidate with the best harmony value (a weighted sum of constraint violations).
    [Show full text]